- Description
SEI 300 Wk 1 Discussion – Our Nation’s English Learners
Post a total of 3 substantive responses over 2 separate days for full participation. This includes your initial post and 2 replies to classmates or your faculty member.
2.5% per day up to 4 days (10%) will be deducted for late or incomplete responses.
Before responding to the following questions, it is recommended that you complete the required readings in this week’s Learning Activities folder.
Due Thursday
Becoming familiar with the diverse demographic population of English learners (ELs), not only in your state but throughout the nation, is essential to understanding principles of the education of English learners.
View the Our Nation’s English Learners interactive presentation from the U.S. Department of Education.
Respond to the following in a minimum of 175 words: 20 points
- What is the demographic composition of our nation’s English learners (ELs)?
- How does your state and/or school district compare when it comes to the percentage of students who are ELs?
- What languages are most common in your state?
- What does all this data mean to you regarding the kinds of students you will potentially teach?
Incorporate vocabulary from the SEI/EL Terminology document in your response.
Review the College of Education’s Conceptual Framework. 5 points
- How does this topic link to the College’s Conceptual Framework theme of Valuing Diversity, Inclusion, and Equity? Include specific examples in your response.
Due Monday 15 points (7.5 points per reply)
Post 2 replies to classmates or your faculty member. Be constructive and professional.
SEI 300 Wk 2 Discussion – Cultural Competence
Post a total of 3 substantive responses over 2 separate days for full participation. This includes your initial post and 2 replies to classmates or your faculty member.
2.5% per day up to 4 days (10%) will be deducted for late or incomplete responses.
Before responding to the following questions, it is recommended that you complete the required readings in this week’s Learning Activities folder.
Due Thursday
Read “How Leaders Can Improve Their Schools’ Cultural Competence” and “Getting Started With Culturally Responsive Teaching” from Edutopia®.
Respond to the following in a minimum of 175 words: 20 points
- What is cultural competence?
- What strategies could you implement to develop cultural responsiveness? Why is this an ongoing process?
- Why is it important to understand the social, emotional, and cultural needs of your students when establishing classroom routines and procedures?
- How do you determine the appropriate curriculum, materials, and assessments for EL students while accounting for their age, proficiency level, and heritage?
- How can reflecting on your thoughts, values, and behaviors toward your own and other cultures improve your instruction?
Review the College of Education’s Conceptual Framework. 5 points
- How does this topic link to the College’s Conceptual Framework theme of Practicing Professional Ethics? Include specific examples in your response.
Due Monday 15 points (7.5 points per reply)
Post 2 replies to classmates or your faculty member. Be constructive and professional.
SEI 300 Wk 3 Discussion – BICS and CALP
Post a total of 3 substantive responses over 2 separate days for full participation. This includes your initial post and 2 replies to classmates or your faculty member.
2.5% per day up to 4 days (10%) will be deducted for late or incomplete responses.
Before responding to the following questions, it is recommended that you complete the required readings in this week’s Learning Activities folder.
Due Thursday
Imagine that a parent of a student approached you because she has been informed that her daughter meets the criteria for placement into your EL classroom. The parent mentions that she is confused as to why her daughter should be in an EL classroom if she can speak English; however, your review of the student’s scores from the state assessment confirm that she has not reached proficiency and therefore is eligible for placement into the school’s EL program.
Respond to the following in a minimum of 175 words: 20 points
- How would you explain to the parent the difference between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP)?
- How would you explain that CALP is crucial to her daughter’s academic success?
- How would your conversation with the parent reflect your belief in her daughter’s potential?
- What are some developmental language traits and sequences in English language acquisition? How would you explain them to the parent?
Review the College of Education’s Conceptual Framework. 5 points
- How does this topic link to the College’s Conceptual Framework theme of Advocating for Learning? Include specific examples in your response.
Due Monday 15 points (7.5 points per reply)
Post 2 replies to classmates or your faculty member. Be constructive and professional.
SEI 300 Wk 4 Discussion – Arizona’s Language Development Approach
Post a total of 3 substantive responses over 2 separate days for full participation. This includes your initial post and 2 replies to classmates or your faculty member.
2.5% per day up to 4 days (10%) will be deducted for late or incomplete responses.
Before responding to the following questions, it is recommended that you complete the required readings in this week’s Learning Activities folder.
Due Thursday
Review “Arizona’s Language Development Approach” from the Arizona Department of Education.
Note this statement in the document: “All educators share the responsibility for promoting the success of English learners.”
Respond to the following in a minimum of 175 words: 20 points
- Explain the evidence a visitor to your classroom will gather that supports that you do share responsibility for promoting the success of the English learners in your classroom.
- Include the following terms in your explanation:
- Asset-based behaviors and expectations
- Integrated instruction in disciplinary language and content
- Targeted and explicit language instruction
- Assessment, monitoring, and feedback
Review the College of Education’s Conceptual Framework. 5 points
- How does this topic link to the College’s Conceptual Framework theme of Engaging in Reflective Practice? Include specific examples in your response.
Due Monday 15 points (7.5 points per reply)
Post 2 replies to classmates or your faculty member. Be constructive and professional.
SEI 300 Wk 5 Discussion – ELP Standards
Post a total of 3 substantive responses over 2 separate days for full participation. This includes your initial post and 2 replies to classmates or your faculty member.
2.5% per day up to 4 days (10%) will be deducted for late or incomplete responses.
Before responding to the following questions, it is recommended that you complete the required readings in this week’s Learning Activities folder.
Due Thursday
Whether you become an English learning (EL) classroom teacher or a mainstream class teacher, you will need to know and understand a variety of state standards. Standards are not a curriculum; they are learning goals that students should know and be able to do at each grade level.
Watch “Enhanced 2019 ELPS Overview” from the Arizona Department of Education. Note: A transcript of this video is available on YouTube™.
Access the following documents from the Arizona Department of Education as you watch the associated video above:
- 2019 English Language Proficiency Standards
- 2019 English Language Proficiency Standards Guidance Document
- Academic Standards
Respond to the following in a minimum of 175 words: 20 points
- What is the difference between academic standards and English language proficiency standards? When would you refer to either of these standards?
- How can these standards help guide your lesson objectives and instruction?
- How do Arizona’s standards compare to other states’ standards?
Review the College of Education’s Conceptual Framework. 5 points
- How does this topic link to the College’s Conceptual Framework theme of Leading Through Innovative Practices? Include specific examples in your response.
Due Monday 15 points (7.5 points per reply)
Post 2 replies to classmates or your faculty member. Be constructive and professional.
SEI 300 Wk 6 Discussion – English Learners in Gifted Programs
Post a total of 3 substantive responses over 2 separate days for full participation. This includes your initial post and 2 replies to classmates or your faculty member.
2.5% per day up to 4 days (10%) will be deducted for late or incomplete responses.
Before responding to the following questions, it is recommended that you complete the required readings in this week’s Learning Activities folder.
Due Thursday
Imagine your school district is promoting an initiative to provide a more equitable process for the identification and placement of English learners into the elementary gifted and talented program.
As a teacher of ELs, you have been asked to participate in a committee to identify a list of goals to facilitate this initiative.
To prepare for your role on the committee, first read the following:
- “Too Few ELL Students Land in Gifted Classes” from the University Library
- “Identifying and Supporting Gifted ELLs” from Edutopia®
Respond to the following in a minimum of 175 words: 20 points
- Based on these readings, what are 5 goals you would propose to the committee? Justify your recommendations.
Review the College of Education’s Conceptual Framework. 5 points
- How does this topic link to the College’s Conceptual Framework theme of Collaborating With Educational Communities? Include specific examples in your response.
Due Monday 15 points (7.5 points per reply)
Post 2 replies to classmates or your faculty member. Be constructive and professional.